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THE LOFTY TETON S
Viewed from the valley 7,000 feet below the crest of the range. Giant upheavals
within the earth's crust brought this mighty range of mountains into existence.
Since then glacial sculpture and stream erosion have been at work shaping the
present landscape which makes Grand Teton National Park one of the scenic
wonderlands of the world.
UNITED STATES
DEPARTMENT OF THE INTERIOR
RAY LYMAN WILBUR, Secretary
NATIONAL PARK SERVICE
HORACE M. ALBRIGHT, Director
RESEARCH AND EDUCATION
IN THE NATIONAL PARKS
By
HAROLD C. BRYANT
and
WALLACE W. ATWOOD, Jr.
UNITED STATES
GOVERNMENT PRINTING OFFICE
WASHINGTON : 1932
Digitized by the Internet Archive
in 2012 with funding from
LYRASIS Members and Sloan Foundation
http://archive.org/details/researcheducatioOOnati
TABLE OF CONTENTS
Part I
THE EDUCATIONAL PROGRAM IN THE NATIONAL PARKS
Page
Guided trips 8
Auto caravans 10
Nature trails 10
Historic trails 12
Exhibits in place 13
Wild-flower displays 14
Wild-life displays 15
Lectures — camp-fire talks 16
Museums and observation stations 18
C_Yosemite _-_J"TmT rTTTT 18
Yellowstone _TTI 7I~~ 20
Grand Canyon 25
Crater Lake 29
Rocky Mountain 31
Hawaii 32
Lassen 32
Acadia 32
Mesa Verde 32
Mount Rainier 33
Sequoia 33
National monuments 34
Libraries 35
Nature notes and trail-side notes 36
Yosemite School of Field Natural Histor y 37
Yosemite Junior Nature School 38
College and university field classes 39
Research 40
Part II
HISTORY OF EDUCATIONAL MOVEMENT
Developments' in the parks 47
Committee on Study of Educational Problems in National Parks 51
National Park Service Educational Advisory Board joins in program 51
Branch of Research and Education is established 54
How the Branch of Research and Education operates 54
Field headquarters 57
in
1+11°
IV TABLE OF CONTENTS
Appendix
Page
Selected bibliography of articles relating to educational work in national
parks 61
National park publications of scientific nature sold by the Superin-
tendent of Documents 63
Increase in use of park educational facilities by the visiting public as
compared with increase in total park attendance 64
Use of park educational facilities by the visiting public 65
Summary of current educational activities 66
LIST OF ILLUSTRATIONS
Page
The lofty Tetons viewed from the valley 7,000 feet below the crest of the
range Frontispiece
Figure 1. In the midst of a Glacier Park flower garden 4
2. A nature-guide party in Bryce Canyon National Park 5
3. Close to the tree line in Rocky Mountain National Park 6
4. In the flower garden at the foot of Mount Rainier 7
5. At the brink of Grand Canyon with the park naturalist 8
6. The auto caravan visits Moro Rock, Sequoia National Park__ 9
7. An auto caravan conducted by a ranger naturalist 11
8. Entrance to the Mammoth Nature Trail in Yellowstone
National Park 12
9. Trail marker in Grand Canyon National Park 13
10. A seasonal flower display at Yosemite Museum 14
11. A portion of the Lamar Valley buffalo herd, Yellowstone
National Park 15
12. A lunch counter for bears only, Sequoia National Park 16
13. An evening around the camp fire in Yellowstone National
Park 17
14. The evening camp-fire talk in Yosemite conducted by the park
naturalist 18
15. Yosemite Museum 19
16. The Yosemite Indians take part in the naturalist program 20
17; Mariposa Grove Museum in Yosemite National Park 21
18. Fishing Bridge Museum 23
19. The outdoor lecture amphitheatre at Fishing Bridge Museum,
Yellowstone National Park 24
20. The small trail-side shrine at Obsidian Cliff, Yellowstone
National Park 25
21. On the parapet of Yavapai Station, Grand Canyon National
Park 26
22. The "formations column" showing the succession of rocks
in the Grand Canyon 27
23. Footprints of 4-footed animals preserved in the rocks of the
canyon walls 28
24. Crater Lake and Sinnott Memorial as viewed from the rim 30
25. A view of the Rocky Mountain Front Range from Estes
Park 31
26. Archeological Museum at Mesa Verde National Park 33
27. One of the cliff dwellings at Montezuma Castle National
Monument 34
28. An interior view of the Yosemite Museum Library 35
29. An interior view of the Fishing Bridge Museum 36
30. The Yosemite School of Field Natural History 37
31. A large labeled photograph which serves to orient the visitor. 39
32. The Yosemite Museum serves as a laboratory for university
field classes 40
v
VI LIST OF ILLUSTRATIONS
Page
Figure 33. The small natural history museum in Zion Canyon National
Park 41
34. Magnificent mountain scenery in the wilderness of Glacier
National Park 46
35. A naturalist telling the story of Yosemite Valley 47
36. A group of tourists visiting Cliff Palace, Mesa Verde National
Park 48
37. A corner in the museum reading room at Mesa Verde National
Park 49
38. Lassen Peak from Manzanita Lake 50
39. Devil's Tower National Monument 52
40. A nature guide party in the Temple of Sinawava, Zion Na-
tional Park 53
41. Announcement of free Government guide and lecture service. _ 55
42. The historic Moore House in the Colonial National Monu-
ment area 56
Part I
THE EDUCATIONAL PROGRAM IN THE
NATIONAL PARKS
103495°— 32 2 1
Part I
THE EDUCATIONAL PROGRAM IN THE
NATIONAL PARKS
Among the most valuable of this country's assets is the system
of national parks now comprising 0.017 per cent of the total land
owned by the Government. The establishment of these reserves con-
stitutes one of the most important phases of the conservation move-
ment that has characterized our national life during the past 60
years. The people of the United States have seen the wisdom of
preserving in national ownership for posterity the conspicuous and
unique natural wonderlands of our country.
Complying with the high standards required for the establishment
of national parks a remarkable group of reserves has been created
for the benefit and enjoyment of the people. These areas are of
outstanding value to the Nation because of the permanent inspira-
tional and educational values contained therein. Dr. John C. Mer-
riam, president of the Carnegie Institution of Washington, has
defined the use of national parks thus :
While the national parks serve in an important sense as recreation areas,
their primary uses extend far into that fundamental education which concerns
real appreciation of nature. Here beauty in its truest sense receives expression
and exerts its influence along with recreation and formal education. To me
the parks are not merely places to rest and exercise and learn. They are regions
where one looks through the veil to meet the realities of nature and the un-
fathomable power behind it.
To provide each visitor to a national park with an opportunity
to interpret and appreciate its superlative features has become the
goal of all those interested in the highest use of national parks and
has led to the establishment of an educational program to attain this
end. In this program there is little that pertains to classrooms,
textbooks, or other formal educational methods.
The extensive educational program now found in the national
parks was brought about as the result of two factors — the need of
the average visitor for explanations of major features and the desire
of the Park Service to find the highest use of national parks. Both
led to emphasis on proper interpretation of the features which char-
acterize the parks.
Nearly every person who visits a national park does so either out
of curiosity to see some natural wonder or from a desire to interpret
3
4 RESEARCH AND EDUCATION IN THE NATIONAL PARKS
and appreciate superlative features. No matter what the motive
there is always awakened a desire to have phenomena explained.
Contact with real things, with unusual things, awakens a desire for
explanation, for an increase of knowledge. This awakened craving
for knowledge needs to be satisfied when the desire is uppermost.
On the other hand, the National Park Service discovered that in
fulfilling its duty to the public the educational and inspirational
opportunities must be developed to the fullest and that appreciation
By Hileman
Figure 1. — In the midst of a Glacier Park flower garden. The wealth of natural
science features along the trail side is unlimited. A ranger naturalist frequently
accompanies the horseback parties
of the major features must be actively carried to visitors by means
of National Park Service men who have the training to interpret
and the enthusiasm to impress the public.
As a result opportunity for improving one's knowledge regarding
park features is a stabilized service afforded the public in all major
parks. The Park Service feels that a contribution is being made
to the enrichment of the lives of the park visitor because opportuni-
ties are provided whereby the visitor may learn about his natural
environment and the laws of life. It is a program that helps to
RESEARCH AND EDUCATION IN THE NATIONAL PARKS 5
make education a continuous process, that emphasizes avocational
pursuits, that stimulates the proper use of leisure time.
The exceptional opportunities for outdoor education available
in the national parks are being recognized more and more by scien-
Figuke 2. — A nature-guide party returning i'rorn a visit to Bryee Canyon. In the
background are the well-known Queens Garden and Queens Castle. At the left
is Sunset Point on which is located a small outlook station
tists and educators throughout the country. Each season numerous
college and university classes, science clubs, and nature organizations
visit the parks and study the superlative exhibits of geology, biology,
6
RESEARCH AND EDUCATION IN THE NATIONAL PARKS
history, and archeology. These trips are encouraged by the Service
and every effort is made to assure these groups a worth-while
program.
In addition to this educational use there has grown up an actual
educational program. Four years after the establishment of the
National Park Service in 1916, field trips and lecture programs
were offered free to all visitors to Yosemite National Park. This
small beginning, first supported by individuals keenly interested in
the educational possibilities of the parks, has grown until now there
is a complete field trip, lecture, museum, and research program in all
major national parks of the country. The history of this educa-
RESEARCH AND EDUCATION IN THE NATIONAL PARKS 7
tional movement from the conception of the idea to the establishment
of the Branch of Research and Education is told in a later chapter.
A discussion of accomplishments is to be considered first.
In the development of the enlarged program of educational activ-
ities several main general policies have been followed. Important
among these are the following:
1. Simple, understandable interpretation of the major features of each
park to the public by means of field trips, lectures, exhibits, and literature.
2. Emphasis upon leading the visitor to study the real thing rather than to
utilize second-hand information. Typical academic methods are avoided.
Figure 4. — In tbe flower garden at the foot of Mount Rainier. The ranger naturalist
is identifying the flora and explaining the life zones. Later he will take the party
to localities where the work of the Mount Rainier glaciers may be seen
3. Utilization of a highly trained personnel with field experience, able to
interpret to the public the laws of the universe as exemplified in the parks, and
able to develop concepts of the laws of life useful to all.
4. A research program which will furnish a continuous supply of dependable
facts suitable for use in connection with the educational program.
Never has there been an idea of making the educational work of
purely academic character. Rather has emphasis been placed on a
plan to make the work fit the outstanding opportunity — that of
stressing first-hand information. Furthermore, the program had to
be developed to fit the average park visitor. Lectures and exhibits
play their part, but enthusiastic leadership by a nature guide who
takes parties afield to study special features is the educational con-
tribution that is unique. The universities may afford better class-
8
RESEARCH AND EDUCATION IN THE NATIONAL PARKS
room work, better library facilities, and better lectures, but it is
believed that nowhere can people find better objective materials for
study or receive better training in interpreting phenomena than is
afforded when the student is in direct contact with nature out of
doors.
There is hope that new methods in adult education will be dis-
covered, and that the national parks will become the great universi-
ties of the out-of-doors for which their superlative scientific exhibits
so finely equip them.
GUIDED TRirS
In commencing this discussion of the educational work in the parks
and monuments, it is quite appropriate to refer first to the guided
Figure 5. — At the brink of Grand Canyon with the park naturalist. The different
stages in the cutting of the great gorge are being explained and the interesting
contrasts in vegetation pointed out
trip which has been the outstanding feature in its popularization.
There is recognition that " Nature is the supreme school-teacher and
master textbook." Walking trips, under the escort of ranger nat-
uralists, are routed through areas rich in the natural phenomena
especially exemplified in the park, and the features of outstanding
interest along the way are pointed out and explained. (See figs.
4 and 5.) In parks and monuments where history is prominent
in the educational program, the ranger historians stress first-hand
acquaintance with scenes in which major human events have trans-
pired and in this way motivate interest in our historical heritage.
Guided trips vary in length throughout the national-park system,
from a few hours to those of several days' duration, extending into
RESEARCH AND EDUCATION IN THE NATIONAL PARKS
9
the mountainous back country. This guide service is offered in all
parks where educational work is being carried on. Despite the in-
crease in the educational personnel, it is not possible to handle
adequately the increasingly large crowds desiring to take the nature
trips.
The method stressed is expressed in Agassiz's old dictum : " Study
nature, not books." The enthusiasm of a nature guide is contagious.
He is able to make a trail side interesting. He brings senses seldom
used into prominence. Plants are recognized by odor and taste.
Birds are recognized by call-note and song. Trees are recognized
Figure 6. — The auto caravan visits Moro Rock, Sequoia National Park. Prom this
exceptionally fine outlook point the park naturalist calls attention to the principal
mountain peaks. He also takes this opportunity to tell the visitors something
of the major geologic processes which have combined to produce the rugged High
Sierra scenery so magnificently exhibited in the eastern portion of the park
by feeling the bark. Geological stories are made plain through
careful observation. Leading events in history are made vitally in-
teresting through acquaintance with historic landmarks and remains
of ancient civilizations. Too often a study of biology is sought
through tedious dissection and microscopic analysis; too seldom is
there study of the living thing in its natural environment.
From an educational standpoint, the method of the field trip has
several outstanding advantages:
1. First-hand information involving all five senses is available,
real experiences are gained, and better concepts obtained.
103495°— 32 3
10 RESEARCH AND EDUCATION IN THE NATIONAL PARKS
2. Common interest is gained because of the superlative teaching
materials available. There is opportunity to follow the interest of
the group. Individual attention is afforded the student.
3. Aesthetic and inspirational values are realized.
Nature guiding is an inspirational method of teaching. To in-
spire the student to continue to observe carefully is more important
than to make new information stick in his mind. To pay a personal
visit to an historic shrine is to give a concept such as no book can
supply. As a rule, a ranger naturalist or historian has but a couple
of hours in which to impress his followers with the possibilities of
a trail side. He has done his work well if he has opened their eyes
and unstopped their ears, demonstrated how much fun it is to study
geologic and historic features and living things first hand, and left a
vision of the great natural processes involved.
It is interesting to note that in 1930 nature-guide service was in-
troduced in the Canadian national parks by the Dominion Govern-
ment. According to the Canadian Department of the Interior, the
nature guides' duties " will be simply to open the eyes of the visitors
to the interesting things which most of us miss, and to explain their
meaning," and " to act as curator of the natural treasures and
curiosities of the parks, and to introduce all who are interested to
the flowers, trees, birds, butterflies, and rocks which can be seen along
the main trails within easy reach of the chief resorts."
AUTO CARAVANS
One of the most popular innovations in the naturalist program is
known as the auto caravan. Visitors driving their own automobiles
are conducted to points of special scenic, historic, or scientific interest.
Daily caravan trips, under expert guidance of a trained naturalist
or historian, are scheduled in all of the major national parks and the
demand for this service is increasing rapidly.
NATURE TRAILS
The nature trail, carefully selected and labeled, is proving an
efficient method of helping visitors to get acquainted with interesting
geologic and biologic features. There are many who prefer studying
things quietly by themselves, and labeled rocks, trees, and plants
fulfill this requisite. In Yosemite National Park short trails have
been built and labels placed to indicate the best localities in which
glacial polish and striae may be seen. In Mount Rainier National
Park the former locations of the slowly retreating Nisqually Glacier
have been marked. This has proved very interesting and instructive
to the thousands of visitors.
RESEARCH AND EDUCATION IN THE NATIONAL PARKS
11
While nature trails are very helpful and supplement the guided
trips in an excellent manner, they will never gain the popularity
which has come to the field trips conducted by ranger naturalists.
The chief difficulty with the nature trail is that the animal life can
not be labeled. For the naturalist there are few limitations as to
what he may bring into his field trip talks, but the self -guiding trail
will always be limited to stationary exhibits.
The attractiveness of the label has much to do with the success of a
trail. It has been necessary to experiment for several years before
deciding on the best type of material to use and the amount of
information to place on a single label. An attempt has been made
Figure 7. — An auto caravan conducted by a ranger naturalist has stopped to observe
interesting features of the plateau vegetation at Grand Canyon National Park.
Thus motorists are given an opportunity to see and understand the natural features
of the park
to make the labels inconspicuous. Some trouble with collectors of
labels was experienced in Yosemite, necessitating abandonment of
one trail. This problem is not serious, however, and nature trails
are increasing in number throughout the park system. At Mount
Rainier National Park there are more than 600 metal labels used
on trails.
Self-guiding nature trails are now available to the public in all of
the major parks, including Crater Lake, Glacier, Grand Canyon,
Mount Rainier, Grand Teton, Rocky Mountain, Sequoia, Yellow-
stone, Yosemite, Zion, and Carlsbad Caverns. The actual number
of visitors served by these trails is not known because of the difficulty
in checking.
12
RESEARCH AND EDUCATION IN THE NATIONAL PARKS
HISTORIC TRAILS
Comparable to the nature trail is the historic trail. The method
used in marking the Yorktown battlefield in Colonial National
Figure 8. — Entrance to the Mammoth Nature Trail in Yellowstone National
Tark. Markers along the way contain short statements, frequently illustrated,
regarding the trees, flowers, birds, and principal geologic phenomena
Monument is much the same as is employed on nature trails in
western parks. Information is supplied by attractive markers
which <rive the visitor the knowledge necessary to understand the
historic events which are associated with the terrain. In many
RESEARCH AND EDUCATION IN THE NATIONAL PARKS
13
national parks and monuments the nature and historic trails are
often identical, for natural and historic phenomena frequently occur
in the same setting.
EXHIBITS IN PLACE
In a number of the parks certain features along permanent trails
and roads have been labeled and termed " exhibits in place." A good
Figure 9.- — Along the trail the hiker finds interesting,
instructive markers. Here his attention is being called
to the Kaibab limestone which contains seashells,
corals, sponges, and shark teeth indicating that it was
laid down beneath the sea
example of this is seen at Grand Canyon, where trails have been
constructed to localities where particularly important geologic fea-
tures are to be found. Figure 9 shows one of the numerous markers
calling attention to fossil shells and sponges in the Kaibab limestone.
Others are placed at localities where fossil footprints and fossil
plants may be seen. In Yosemite the metamorphic rocks near El
Portal are labeled as well as numerous other features in various
parks.
14
RESEARCH AND EDUCATION IN THE NATIONAL PARKS
WILD-FLOWER DISPLAYS
A seasonal wild-flower display is to be found in almost all national
parks. By means of specially constructed exhibit cases in certain of
the parks, the flowers are kept fresh for several days. (See fig. 10.)
Exhibits are commonly located in the hotels and lodges as well as in
the museums and information offices.
The planting and labeling of a wild-flower garden as a means of
acquainting the visitor with the common plants has received con-
sideration in recent years. In Sequoia such a garden was planted
near the museum in Giant Forest. About 70 species of wild flowers
Figure 10. — A seasonal flower display at Yoseinite Museum where visitors can see
and identify the park wild flowers. A specially constructed exhibit case with run-
ning water keeps the flowers fresh for several days. A naturalist is constantly
adding to the collection and replacing those specimens which have withered
were transplanted and labeled with metal signs. Many were brought
down from timber line and others from lower elevations, thus
affording a compact, comprehensive view of the more important
plants.
At Grand Canyon near Yavapai Station a series of gardens has
been arranged which display plants from the different life zones in
the canyon. All specimens are properly labeled. Little trouble has
been experienced in making the plants grow ; consequently this type
of exhibit is proving most attractive. In Glacier National Park a
wild-flower garden has been established at Many Glacier. The most
pretentious in the park system is the fine development just back of
RESEARCH AND EDUCATION IN THE NATIONAL PARKS
15
the Yosemite Museum where living plants take the place of artificial
exhibits.
WILDLIFE DISPLAYS
In the course of a trip through a national park it is seldom that
the visitor does not catch a glimpse of several different kinds of wild
animals. If one is fortunate in Yellowstone, he may see deer, elk,
antelope, and bear to his heart's content. These animals are not
always seen by the people who hurry through the park in their auto-
mobiles, but the quiet watcher on the trails is sure to be rewarded.
At certain times of the year the visitor may see mountain sheep,
bison, and moose if he journeys into their distant retreats. In other
Figure 11. — A portion of the Lamar Valley buffalo herd, Yellowstone National Park.
In the summer months when the herd is far away in the range country, a number
of the buffalo are kept in a corral at Mammoth, where thousands of tourists go
to see them. If it were not for this arrangement, the buffalo would seldom be seen
by summer visitors
parks the wild life is likewise abundant and usually to be seen from
roads and trails.
Because of frequent disappointment expressed by visitors who have
failed to see the wild life which abounds in the parks, certain of the
rare animals have been captured and temporarily kept on display.
In Yosemite two mountain lions and a wild cat are kept in a small
zoo. Yellowstone has a buffalo herd and usually a few coyotes on
display in an inclosure. The general policy has been to reduce such
displays of captive animals to a minimum.
Reptiles also make a valuable educational display. At Yosemite it
has been shown that lizards and snakes may be easily kept during a
summer season and then liberated in the fall. Similar displays of
16
RESEARCH AND EDUCATION IN THE NATIONAL PARKS
reptiles are found at Grand Canyon and Zion National Parks. By
means of such displays the old superstitions and fear of reptiles are
dispelled in the minds of visitors who have a chance to study them
at close hand.
LE( TURKS— CAMP-FIRE TALKS
Through the medium of lectures and camp-fire talks, much valua-
ble information relative to the historic and scientific features of the
parks is disseminated. The talks are given by members of the educa-
tional staff in the hotels and lodges, in community houses, at the
Figure 12.— A lunch counter for bears only, located in Sequoia National Park.
Throughout the tourist season crowds of people assemble at this feeding ground
to watch the " dinner party." In most parks, where bears are common, arrange-
ments have been made by the Park Service so that the great carnivores may be
observed without danger to visitors. Frequently talks about the bears are given
ranger naturalists in attendance at the feeding grounds
camp fires in the public automobile camp grounds, in the museums or
at such specialized places as the Old Faithful Ge}^ser of Yellowstone
and at the bear-feeding grounds in many of the parks. Such dis-
cussions touch on all phases of park educational work, including
geology, vulcanology, zoology, botany, history, and numerous other
more specialized fields. The lectures and camp-fire meetings con-
ducted by the naturalists are all informal and usually end in valua-
ble discussion resulting from questions raised by the tourists.
Among the naturalists serving in the parks there are many who can
tell the interesting stories of geology and biology with great success.
The evening talks are becoming more and more popular, as demon-
RESEARCH AND EDUCATION" IN THE NATIONAL, PARKS
17
strated by the constantly increasing attendance. (See figs. 13 and
14.) Visitors are anxious to learn more about the parks which they
have traveled so far to visit. The need is for highly trained men,
who can in simple, enthusiastic manner portray to the public the
scientific features and leave an understanding of the great truths
best exemplified in the park.
An interesting innovation in Yosemite and Mesa Verde programs
has been the special Indian presentation. Local Indians give their
native dances, play their games, and sing their tribal songs.
103495°— 32 4
18 RESEAKCH AND EDUCATION IN THE NATIONAL PARKS
A series of lectures by outside talent also has been tried. Unfortu-
nately, the LeConte Memorial Lectures under the auspices of the
Extension Division of the University of California have been dis-
continued because of lack of funds. A series of lectures on the
" Past, Present, and Future of the Giant Sequoia," by Dr. Ralph W.
Chaney, was offered in July, 1929, at Sequoia National Park under
the auspices of the Carnegie Institution of Washington.
MUSEUMS AND OBSERVATION STATIONS
Museum development has received considerable attention in the
past few years with the result that many of the national parks and
Figure 14. — Tho evening camp-fire talk in Yosemite conducted by the part naturalist.
The program, always informal, begins with a short talk on the natural phenomena
of the park and ends with the naturalist answering questions. As many as 3,000
persons have been known to gather around one of these camp tires
monuments have natural history or historical museums, even though
the exhibits are not as yet adequately housed in every case. Three
of the national parks have more than one museum building each.
Yellowstone has five, Yosemite three, and Grand Canyon two.
The national monuments are not so well served, only a few of them
having temporary housing facilities for exhibits.
YOSEMITE
In Yosemite the headquarter's museum functions with extraordi-
nary success as a center for educational activities throughout the
year. (See fig. 15.) New exhibits are being prepared from time to
time by the museum preparators and other members of the perma-
RESEARCH AND EDUCATION TN THE NATIONAL PARKS
19
nent naturalist staff. A display of living plants, arranged scientifi-
cally, supplements the herbarium specimens.
In the open area back of the museum a replica of one of the early
Indian camps has been constructed. An old squaw occupies the camp
daily; she demonstrates the weaving of baskets, preparation of
•--ajiiiiliWilHIiiWIii'ill111'' 7"
>*-&
Figure 15. — Situated over 2,500 feet below the Yosemite Falls, close to the wall of
the canyon, is the central museum, a gift of the Laura Spelman Rockefeller
Memorial. In addition to numerous exhibits, the museum building houses the
park library and educational headquarters
foodstuffs, and sings Indian songs. This " live exhibit " has proved
to be of great interest to Yosemite visitors. (See fig. 16.)
There is much to see on the floor of the Yosemite Valley, but for
those who climb out of the gorge there is a still greater thrill. From
Glacier Point, 3,254 feet above the valley floor, one can view the sum-
20
RESEARCH AND EDUCATION IN THE NATIONAL PARKS
mit of the High Sierra through a sweep of 180°. There is a little
stone lookout perched on the very rim of the gorge and here telescopes
are available for those who wish to study in detail the waterfalls and
granite domes of the Yosemite region. A ranger naturalist is in
constant attendance at the trail-side station to answer questions re-
garding the geology, the trees, wTild life, and history of the park.
On Sentinel Dome there is another station, established solely for the
study of granite. Here the visitor may learn of the giant forces of
nature which have produced the granites of Yosemite.
In the Mariposa Grove of Big Trees a very attractive little
museum building has been constructed. (See fig. 17.) It is a replica
Figure 10. — The Yosemite Indians take part in the naturalist program. Park visitors
are invited to watch the Indians at work and learn the secrets of basket weaving.
Frequently dance programs are arranged and special ceremonies conducted
of an old log cabin which formerly stood in this grove of giant
sequoias. Through the activities of the park naturalist, pertinent ex-
hibits have been installed and the little cabin has been made the
center of educational activities in the Mariposa Grove.
JELDOWSTONE
The greatest activity in museum construction in the national parks
has been centered in Yellowstone, where under the general super-
vision of Dr. Hermon C. Bumpus, president of the Association of
American Museums, four trail-side museums and a trail-side shrine
have been completed,
RESEARCH AND EDUCATION" IN" THE NATIONAL PARKS
21
The Old Faithful Museum was opened to the public in June, 1929.
Near the entrance is located the information desk, presided over by
a ranger naturalist ready to answer questions
Leading from the
Figure 17. — The Mariposa Grove museum in the depths of a giant sequoia forest,
Yosemite National Park. This structure, a replica of a log cabin which stood
in this grove for many years, serves as a center for educational activities in this
portion of the park. The visitors are looking at a section of a giant sequoia tree
which has been placed at the end of the museum building
foyer is the museum room proper, in which exhibits are devoted to
geyser activities, the geology and physical geography of the geyser
basin, and the local fauna and flora. The visitor is invited to sit
down, use microscopes, handle and study specimens. An inclosed
22 RESEARCH AND EDUCATION IN THE NATIONAL PARKS
area open to the sky forms a delightful auditorium, affording addi-
tional exhibit space and an excellent location for a wild-flower garden.
Evening lectures are given here, and in the event of rain the audience
finds shelter in the covered passageway which surrounds the open-air
theater.
The trail-side museum at Madison Junction, which is located near
the spot where the Washburn-Langford exploring party of 1870
proposed the establishment of the Yellowstone area as a national
park, specializes in the human history of the park. There the infor-
mation dealing with the history of Yellowstone is furnished by
means of charts, maps, transparencies, photographs, and other source
materials.
The Xorris Museum is located close to the famous geyser basin
of that name, easily one of the most interesting features of the
park. Twelve miles to the northwest can be seen the Gallatin Moun-
tains, and close at hand the colorful steaming geyser basin. The
building is architecturally beautiful. The information desk occupies
a central position, and near it are some large rock specimens. On
one side an exhibit room contains a series of small realistic groups
with transparent backgrounds showing the fauna and flora which
the visitor has encountered on the trip from Mammoth to Xorris,
or anticipates what will be seen on the next section of the loop.
The opposite wing contains material designed to explain thermic
activity of the area. Charts picture the geologic history of the
region. One may learn of rock composition and formation. In fact,
a short course in petrology is available. A relief model on the wall
at the end of the wing is always a center of attraction.
The fourth Yellowstone museum is at the Fishing Bridge auto
camp grounds. Superbly located on a slight elevation OATerlooking
Lake Yellowstone, this rustic little museum takes its place among the
most attractive buildings in the park system. (See fig. 18.) The
jDlanning of this building, as well as the ones at Norris and Yavapai
(Grand Canyon), is the work of Herbert Maier. The exhibits
depict the bird life of this locality and the interesting geology
of the Yellowstone Lake region. Installations are unique in
character and add greatly to the series of educational exhibits
in Yellowstone museums. In addition to mounted specimens of the
diving birds, there are diagrams and explanations of the anatomy
which makes these birds excellent divers. Flight mechanism is ex-
plained as a "related-story" exhibit of the pelican group. Relief
maps and diagrams with simple text, prepared by Dr. Erwin J.
Raisz, of Columbia University, make clear the geologic story of the
region. A reference library will be an additional feature. The
Fishing Bridge Museum is considered a model of what a trail-side
museum should be, both in architecture and installation.
RESEARCH AND EDUCATION" IN THE NATIONAL PARKS
23
In the woods close by the museum is an attractive outdoor lecture
amphitheater. It is equipped for illustrated talks as well as camp-
fire demonstrations. (See fig. 19.) Every evening large crowds
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assemble around the fire to hear the ranger naturalist give his in-
formal presentation.
The trail-side shrine erected at Obsidian Cliff describes and makes
understandable this formation. Built of columnar basalt, this unique
24
RESEARCH AND EDUCATION IN THE NATIONAL PARKS
structure presents a pleasing appearance, and by chart and specimen
tells the story of volcanic glass. (See fig. 20.)
To complete the educational unit, there are contemplated a small
museum at Canyon and a larger master museum at Mammoth. The
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plan envisages a suitable headquarters plant at Mammoth which
will provide facilities for the educational staff and exhibits dealing
not only with the immediate region but those acting as an index to all
of the other museums comprising the unit. This master museum is to
occupy a commanding position comparable to the importance of its
RESEARCH AND EDUCATION IN THE NATIONAL PARKS
25
service to the public. Years of collecting have made available fine
materials already on exhibition in the temporary museum. Dr. Carl
P. Russell, field naturalist, has supervised the installation of exhibits
and general museum activities.
Thus it can be seen that splendid progress has been made in
Yellowstone toward the goal of a " complete educational unit, fully
serving the needs of the public."
GRAND CANYON
Development at Grand Canyon has been planned and executed
under the general direction of Dr. John C. Merriam, president of
Figure 20. — The small trail-side shrine at Obsidian Cliff, Yellowstone National Park.
This little structure shelters several very interesting exhibits which explain the
origin of obsidian and tell the story of how the rock contributed to the making of
fighting implements for the Indians
the Carnegie Institution of Washington. At his request a number
of scientists spent several weeks at the Grand Canyon studying the
problem of interpreting this masterpiece to the public. As a result
of this careful study it was decided to erect a scientific observation
station on the rim of the canyon at Yavapai Point. Particular pains
were taken that the building should harmonize with the natural
surroundings.
In the plan of the station, for it can not be called a museum, the
primary objectives are the things of interest as they appear in the
canyon, not as artificial representations. The station is in effect a
window through which one looks into the canyon from an unusually
favorable place.
103495°— 32 5
26
RESEARCH AND EDUCATION LN THE NATIONAL PARKS
Operation of the station involves two groups of aids to the visitor;
first, the parapet views arranged along the outer or parapet wall of
the observation porch (see fig. 21), and second, the supporting ex-
hibits of photographs and specimens in the exhibit room to the rear
of the porch.
The parapet views are so arranged as to locate features of extraor-
dinary interest, to give closer views in many instances by telescopes
or field glasses, to give small close-up views with photographs accom-
panying the telescopes, to illustrate the localities with specimens
and to point out trails by which they can be reached. One telescope
Figuke 21. — Viewing Hie Grand Canyon at close range through the telescopes erected
on the parapet at Yavapai. The station is designed to aid visitors to hecome
acquainted with the principal features of the Grand Canyon not easily seen or
understood without assistance
permits a view of the rushing, muddy Colorado River, another the
top of Cedar Mountain, and still others, certain rock strata. In
the boxes may be seen the tools used by the river in cutting its chan-
nel— mud, silt, sand, pebbles, and bowlders. A sample of the water
from the river shows the large amount of sediment carried. Other
boxes show specimens indicating crustal movement, oldest rocks of
the canyon, remains of ancient life, and present-day life.
A " formations column " constructed of actual rocks brought from
the strata in the canyon forms a notable exhibit at the southwest
corner of the porch. (See fig. 22.) Alongside is a "fossil column''
which shows the evidence of life that has been found in the different
RESEARCH AND EDUCATION IN THE NATIONAL PARKS
27
horizons. A remarkable block illustrating an unconformity of hun-
dreds of millions of years is displayed at the rear of the observation
porch. Here also are several large sandstone slabs exhibiting fossil
footprints. Some of these are pictured in Figure 23.
Supporting exhibits in the interior room amplify by means of
transparencies, specimens, motion pictures, and lantern slides the
story of the canyon as told on the parapet. Exhibit cases are oriented
to correspond to the parapet views and are similarly numbered.
Automatic machines show films of the Colorado River in action.
The cutting of the Grand Canyon has made visible to the eye
one of the greatest geologic time-tables in the world. Although it
takes us but a moment to shift our glance from the depths of the
Figuue 22. — On the parapet of the Yavapai Station, Grand Canyon National Park.
At the left i^ a geologic map of the region. At the extreme right is a " formations
column " showing the succession of rocks in the Grand Canyon by use of actual
specimens placed in the order in which they appear in the canyon walls
inner gorge to the canyon rim above, the time period recorded in that
mile of sediments is many hundreds of millions of years. With this
tremendous story of earth history before the visitor at Yavapai Sta-
tion there is a chance to teach geology as in no other part of the
world. In order to link this story with the physiographic history of
the surrounding country, a large airplane diagram of the entire
canyon region has been prepared and placed on the parapet of the
Yavapai Station. This has proved of real assistance to the geologist
as well as to the lay visitor.
As an aid to visitors using the Yavapai Station a carefully pre-
pared guidebook interpreting the parapet views and exhibits has been
issued. The story of the canyon as brought out in this little book-
28
RESEARCH AND EDUCATION IN THE NATIONAL PARKS
let is divided into four stages : (1) Forces which produced the canyon
and its walls; (2) history of earth building; (3) record of life
through the ages; (4) forming of Grand Canyon as affecting life of
to-day. The 15 views illustrating these stages are indicated in table
form in the booklet as follows:
Figure 23. — Footprints of 4-footed animals preserved in the rocks of the canyon
walls. These tracks were made by amphibians and reptiles that lived in the
Grand Canyon region many thousands of years ago. Although several good speci-
mens are on exhibit in the Yavapai Station, the visitor is urged to follow some
one of the trails into the canyon where he may observe the footprints in place
VIEWS FROM PARAPET OF YAVAPAI STATION
View
number
Forces In-
volved in
Making Can-
yon and
Walls
How the Colorado River cuts its canyon.
How the Canyon walls were built.
Movement of earth's crust makes possible canyon
cutting and formation building.
Evidence of movement in earth's crust.
Colorado River makes new formations from products of
can von erosion accumulated at its mouth.
History of
Earth
Bidding
3. Oldest rocks in the canyon, and among the oldest in the
world — so old that their original character has been
lost.
4. Oldest rocks which retain their original character as gravels,
sands, muds, etc.
5. Greatest single geological story told by the canyon.
6. Tremendous changes in surface of the earth shown by
widely differing formations of the upper canyon walls.
RESEARCH AND EDUCATION IN THE NATIONAL PARKS 29
Record of 7. Most ancient relics of life preserved in walls of Grand Can-
Life yon, primitive plants.
Through 8. Oldest remains of animals in Grand Canyon walls, crab-
the Ages like creatures and shell fish — true fishes in still higher
strata.
9. Earliest imprints of ferns and insects in canyon formations.
10. Oldest traces of four-footed animals preserved in canyon
walls.
11. Continuation of Grand Canyon story of earth history and
of life through isolated hill of strata near canyon rim
at Cedar Mountain.
Forming of 12. Cutting of Grand Canyon* as influencing variation of life
Grand by geographical separation of North and South Rim
Canyon as plateaus.
Affecting Distribution of animals and plants to-day according to
Life of zones of climate developed in cutting Grand Canyon.
To-day 13. Life of highest land in North Rim area, like that of southern
Canada.
14. Life of the South Rim area.
15. Life of the canyon floor region, like that of desert areas in
Sonora, Mexico.
The Yavapai project is best considered as an educational experi-
ment to determine the best methods to employ in interpreting na-
tional parks to visitors. In construction, installation, and method
of presentation it is unique. It is designed to be self-operating. The
visitor may, on his own initiative, obtain such general or orientation
views as will present the major features in their natural relation to
each other. Emphasis is upon leading the visitor to see and interpret
the thing itself from the best viewpoint rather than lead him away
from it to see fragments or artificial explanations.
Near Lipan Point, some 15 miles to the east of Yavapai Point,
several Indian ruins have been excavated under the supervision of
Dr. Harold S. Gladwin, of the Gila Pueblo. Mrs. Winifred Mac-
Curdy donated funds for the construction of a small museum to
house the artifacts found in this and other ruins. The building was
completed during the summer of 1931.
CRATER LAKE
In recognition of many years of service as chairman of the Com-
mittee on Public Lands of the House of Representatives, during
which time important park legislation was enacted, Congress author-
ized, by act approved May 14, 1930, the construction within the
boundaries of Crater Lake National Park of a memorial to the late
Representative Nicholas J. Sinnott of Oregon.
Following this recommendation an attractive stone building was
constructed on Victor Rock just inside the rim of Crater Lake. The
30
IMCSEAECH and education in the national parks
structure, with its broad parapet looking out over the lake, serves as
an orientation point for all park visitors. (See fig. 24.) A gift of
$5,000 from the Carnegie Corporation has made possible the installa-
tion of instruments and numerous exhibits which assist the visitor in
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interpreting the geologic history of the lake and in appreciating the
relationships between the scenic and the scientific. The installations
at Sinnott Memorial as well as the general development of the edu-
cational program at Crater Lake have likewise been carried on under
EESEAECH AND EDUCATION IN THE NATIONAL PAEKS
31
the supervision of Dr. John C. Merriam. Here again, as at Grand
Canyon and at Yellowstone, an educational experiment has been
arranged to determine the best means of presentation.
ROCKY MOUNTAIN
In 1031 Government appropriations made possible the construction
of a museum and information office in Rocky Mountain National
Park. The building contains several very attractive habitat groups
of local birds and small mammals donated by the Jonas Brothers,
of Denver. The Colorado Museum of Natural History cooperated
in securing specimens and in the preparation of accessories to the
32 RESEARCH AND EDUCATION IN THE NATIONAL PARKS
groups. The museum serves as the center of educational activities
in the park.
HAWAII
Through the generosity of the Hawaiian Volcano Research Asso-
ciation and the contribution from Hui O Pele funds, an excellent
museum building has been constructed of volcanic rock at Uweka-
huna Bluff and donated to Hawaii National Park. It consists of a
large lecture room, approximately 50 by 25 feet, with adjoining
small rooms for office and photographic laboratory space, and a
museum room, 40 by 20 feet, adjoining which is the seismograph
room.
LASSEN
Between Manzanita and Reflection Lakes in Lassen Volcanic Na-
tional Park, Mr. and Mrs. B. F. Loomis established a museum as a
memorial to their daughter, Mae. The gift was made in order that
the many valuable photographs of the eruption might be properly
housed. This museum, constructed of softly tinted native stone, and
40 acres of land were donated to the National Park Service in 1929.
The main building is 72 feet long and 27 feet wide and has an oval
roof with 20 skylights. Extending from this main building in the
form of a T is another building, 27 by 52 feet, which contains wild-
life exhibits. The main building is devoted primarily to volcanic
exhibits, including a photographic history of Lassen Peak during
its recent eruptions.
In a separate building, constructed on the same plan as the central
museum, is an exhibition seismograph so arranged that the public
may watch its operations at all times. The seismograph instruments
were installed by the United States Geological Survey.
ACADIA
An interesting museum containing relics of the Stone Age period
of Indian culture, established near the Sieur de Monts Spring in
Acadia National Park, was deeded to the Government in August,
1930. The museum and its equipment, together with an endowment,
were provided through the generosity of the late Dr. Robert Abbe,
of Bar Harbor and New York, and friends inspired by his interest
and rare enthusiasm. A perpetual lease for its maintenance and
operation was given the museum trustees by the Government, as the
trustees hold an endowment fund of $60,000 for this purpose. An
archeologist is in charge of the museum during the summer season.
MESA VERDE
Unique among national-park buildings is the Mesa Verde archeo-
logical museum constructed in 1924 along the lines of pueblo archi-
RESEARCH AND EDUCATION IN THE NATIONAL PARKS
33
tecture. (See fig. 26.) The original structure was made possible
by the generous donations of Mrs. Stella M. Leviston, of San Fran-
cisco, and John D. Rockefeller, jr. Additional units have been
added in recent years, and the installations have been augmented
with archeological material of prime importance. The quality and
scope of the exhibits make this little museum one of the most valuable
in the United States in its specialized field.
MOUNT RAINIER
The small museum at Longmire Springs in Mount Rainier Na-
tional Park, although temporary in character, has materially con-
Figurb 26.- — The archeological museum at Mesa Verde National Park. Many fine
relics of pueblo culture are to be found in the exhibit rooms. The accumulation of
valuable material taken from the cliff dwellings makes this little museum one of the
finest of its kind in the country
tributed to the educational program. New displays have been pre-
pared and several donations from the University of Washington have
added to the exhibit collection.
In the community building at Paradise a temporary museum has
been established. Hotel guests and campers visit the exhibits which
portray the park features.
SEQUOIA
Extensive collections dealing with the natural-history features of
Sequoia National Park are exhibited in the small museum at Giant
Forest. Indian baskets given to the park by the late Jesse B.
34
RESEARCH AND EDUCATION IX THE NATIONAL PARKS
Agnew, of Visalia, Calif., constitute one of the principal attractions
in the exhibit rooms. Due to limited space and the fire hazard in
the temporary museum building, many exhibits can not be displayed.
** :>mrii
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Figure 27. — One of the cliff dwellings at Montezuma Castle National Monument,
Ariz. Archeologieal and historic record found here indicate that an advanced
civilization existed in this region in prehistoric times
NATIONAL MONUMENTS
Several of the national monuments have museum collections which
are inadequately housed in temporary buildings. This situation
occurs at Aztec Ruins, Gran Quivira, Montezuma Castle, and Tuma-
cacori. Other monuments have recently acquired museum space.
At Petrified Forest National Monument a combined museum and
RESEARCH AND EDUCATION IN THE NATIONAL PARKS
35
administration building was completed in 1931. Exhibits explaining
the geology of the region are being installed. At Casa Grande Na-
tional Monument one wing of the new administration building has
been made available for museum purposes.
Museum development throughout the park system is moving ahead
steadily, and plans are under way for the installation of exhibits in
several of the parks where new buildings are now being constructed.
It is essential, however, that this phase of the educational work move
cautiously. The Service is feeling its way toward an ideal rela-
tionship between field and museum activities in the national parks.
There is a place for both in the educational program.
Figure 28. — An interior view of the Yosemite Museum Library, which is available to
visitors at all seasons. Valuable reference books and current nature magazines are
to be found here
LIBRARIES
Most of the major parks have built up small reference libraries for
the use of the educational staff. In only a few instances, however,
has it been possible to provide a public reading room. In Yosemite
there is a very attractive library in the museum building. (See
fig. 28.)
Yellowstone also has developed a fine technical reference library
much used by the staff and open also to the public. Branch county
libraries have been established in two or three parks, but in such
cases the books available are not of particular value to the naturalist
or historian. With the increase in use of the park educational facili-
ties by field classes from colleges, universities, and high schools, it is
36
RESEARCH AND EDUCATION IN THE NATIONAL PARKS
becoming essential that complete reference libraries be available in
all major parks. This need is being met as rapidly as possible.
NATURE NOTES AND TRAIL-SIDE NOTES
In all national parks where permanent naturalists are in charge
of the educational activities there is issued each month an attrac-
tively illustrated mimeographed publication known as Nature Notes.
This contains a series of short articles on natural-history subjects and
serves to acquaint the visitor with the interesting features of the
park. In many cases the historic element is prominent in the edu-
FiorRE 29. — An interior view of the Fishing Bridge museum, where special exhibits
have been prepared to illustrate the bird life of the Yellowstone Lake region. The
second room is devoted to geology, and at the extreme end of the building is a
small library and reading room
cational program, and articles pertaining to discovery, early trade
routes, and happenings with the Indians are frequently included in
the publication. This has resulted in the building up of a mailing
list composed of many who have visited the parks and also of many
who have never had this opportunity. Hundreds of schools receive
Nature Notes regularly from several different parks. These serve
as excellent natural-history material for the classroom.
In Yosemite, through the cooperation of the Yosemite Natural
History Association, Nature Notes has been published as a printed
booklet with several photographic illustrations. Rocky Mountain
Nature Notes was the second to appear in printed form.
BESEAKCH AND EDUCATION IN THE NATIONAL PARKS
37
In connection with the development of a complete educational
unit in Yellowstone, it was evident that the motorist needed some
guidance in the understanding of park features. This realization
led to the preparation of a publication entitled " Trail-side Notes."
The pamphlet is arranged in two columns with vignettes giving the
outlines of the particular points of interest to be noted along the
route. Below each drawing is a brief but reliable statement regard-
ing the natural-history features. Trail-side Notes have been worked
up for several of the main-traveled routes in Yellowstone, with the
result that the motorist may add greatly to the value of his visit to
the park. More and more the visitor is learning how to appreciate
Figure 30. — The Yosemite School of Field Natural History gathered around the camp
fire for informal discussion. Several members of the Park Service naturalist staff
are present, each contributing to the program
he country through which he travels. The reaction to Trail-side
Votes is such as to warrant the extension of this means of helping the
)ublic.
YOSEMITE SCHOOL OF FIELD NATURAL HISTORY
The Yosemite School of Field Natural History is a summer school
Por the training of naturalists, where emphasis is placed on the study
)f living things in their natural environment. The school was
I'ounded in 1925 in answer to a demand for better trained naturalists
for the Yosemite Nature Guide Service. Furthermore, there was
iced for a training not furnished by the universities. The Califor-
lia Fish and Game Commission cooperated with the National Park
Service in making this school possible. The staff is composed of
38 RESEARCH AND EDUCATION IN THE NATIONAL PARKS
Dr. Harold C. Bryant, assistant director of the Xational Park
Service, Charles A. Harwell, park naturalist, and the regular
Yosemite ranger-naturalist force. The term lasts seven weeks, cor-
responding with the University of California summer session at
Berkeley. The last week of the field period is spent in making
studies at timber line.
Two years of college work, or the equivalent, is required of those
registering. There is no tuition but there is a registration fee of
$5. Thus far each class has been limited to 20. Students are housed
in a circle of tents.
As the name implies, emphasis is placed on intensive field work
and each student is expected to know and to identify all of the more
common Yosemite trees, shrubs, wild flowers, insects, fishes, amphib-
ians, reptiles, birds, and mammals. The work is of university
grade, although for the present no university credit is offered. A
certificate showing that the work has been satisfactorily completed
is issued. The course is not a duplicate of university summer work
but is supplementary thereto, for it stresses first-hand information
gained from the living thing. Field observation and identification
occupies 60 per cent of the student's time. Graduates of this school
are filling positions as nature guides in parks and summer camps
throughout the country. Many of the naturalist positions in the
National Park Service are held by graduates of this field school.
THE YOSEMITE JUNIOR NATURE SCHOOL
The Yosemite Junior Nature School is planned for those children
wishing to study the wild life of Yosemite National Park under the
leadership of a ranger naturalist. Many features of the trail-side
are brought to the attention of the keen young observers. There
are usually several volunteer workers who assist the ranger naturalist
during the 6-week session.
The work is divided into six subjects. Each subject is taken the
same day every week, the course being organized so that a child
attending only one day will learn a complete lesson. To those
attending any one course throughout the full session, and showing
satisfactory progress, a certificate of completion is awarded.
Classes meet at the museum building each morning, where fine
relief maps of the park, a collection of mounted and fresh flowers,
specimens of trees, etc., are available for study. A nature walk fol-
lows the discussion at the museum and during its course children are
encouraged to ask questions as to the " why " of the objects encoun-
tered along the way. The school is divided into groups based on
ages and grades.
RESEARCH AND EDUCATION IN THE NATIONAL PARKS
39
The valley itself is one of nature's greatest outdoor museums. An
abundance of material within easy walking distance of the museum
makes it possible to conduct practically all of this work out of doors.
COLLEGE AND UNIVERSITY FIELD CLASSES
Utilization of the national parks and national monuments by uni-
versities and colleges as outdoor classrooms to supplement academic
study of the natural sciences is increasing. Many of the outstand-
ing educational institutions of the country are taking advantage of
the exceptional opportunities for such field work, notably Princeton
Figure 31. — A large labeled photograph which serves to orient the visitor. Several
of these have been covered with glass to protect them against the rain and placed
at exceptionally good orientation points in Yosemite National Park. They are
proving very popular and instructive
University, Clark University, University of Virginia, Western Re-
serve University, Montana State University, University of Missouri,
University of North Carolina, and University of California. (See
Sg. 32.)
It is desired to encourage this use of the parks and monuments,
for it is realized that these areas are the ideal outdoor laboratories
for practical study of geology, biology, archeology, and other field
sciences.
The National Park Service cooperates gladly with all such study
groups, arranging facilities so that field work and demonstrations
40
RESEARCH AND EDUCATION" IN THE NATIONAL PARKS
can be most effectively accomplished. Members of the educational
staff in the various parks render valuable assistance.
RESEARCH
Proper interpretation of park features by ranger naturalists is
dependent upon the possession of accurate scientific knowledge.
This needed basis for the educational work is being secured through
the cooperation of Government bureaus, universities, and scientific
institutions, and through the building up of a staff of field natural-
ists equipped to undertake scientific research. The intention of
the Park Service in launching a research program is not to duplicate
^« I IM.U I » I.MW
• 3 if
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ffll
fjtL
«i
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Pf
Figure 'S'l. — Trie Yosemite Museum serves as a laboratory for Held classes. This
class, conducted by Prof. Edward O. Essig of the University of California, shown
in the foreground, spent seven weeks in Yosemite National Park. The museum
served as headquarters throughout tbis period
work done elsewhere nor to trespass upon fields amply covered by
other Government bureaus, but solely to gather the scientific infor-
mation necessary to the development of the museum, educational, and
wild-life administration programs of the national parks.
Studies undertaken by the Park Service deal with questions of
particular interest to science, and the publication of the results con-
tribute to the furtherance of knowledge and education throughout the
country. Such researches serve as an extraordinary stimulus for de-
velopment of knowledge in the fields represented, by reason of the
fact that they come to the attention of a large majority of investi-
gators and students visiting the parks in a state of open-niindedness
RESEARCH AND EDUCATION IN THE NATIONAL DARKS
41
and relaxation, and desirous of learning something of the unique
phenomena there presented.
In 1929, as a privately supported enterprise under the auspices of
the National Park Service, George M. Wright, Joseph S. Dixon, and
Ben H. Thompson undertook a survey of animal life in the national
parks to determine the problems most needing solution and to secure
basic data for the building of a wild-life policy for the parks. Real-
izing the importance of this wild-life survey, the Park Service in 1931
appointed Mr. Dixon field naturalist, and Mr. Wright and Mr.
Thompson park naturalist aids. The work is now being carried on
&JZF°%F?~.+.- .. ■ *~ .■: — - - -" ~mm» ~*v.*< ■-•«-. ■ r .:■»-. - »»- «*«
Figure 33. — The small natural history museum in Zion National Park. Many excel-
lent rock specimens and biologic exhibits are on display. In a special cage close to
the museum building is a collection of reptiles and amphibians
under a cooperative arrangement, funds being supplied by Mr.
Wright and the National Park Service. This field research staff
undertakes the solution of wild-life problems of purely national-
park importance.
In the field of earth sciences research is being carried on by mem-
bers of the Park Service scientific staff. During the summer season
of 1931 Dr. Wallace W. At wood, Jr., one of the assistants in the
Washington office, conducted special physiographic studies in Crater
Lake National Park. The results of his investigations have been
incorporated in the Crater Lake educational program. Associated
with the researches in geology and physiography are those dealing
42 RESEABCH AND EDUCATION IN THE NATIONAL PARKS
with history and archeology. It is anticipated that studies in these
fields will be conducted by the Park Service historian and other
members of the historical staff recently appointed.
A number of geological, geophysical, and paleontological studies
in Grand Canyon, Yellowstone, Yosemite, Lassen, and certain other
parks have been carried forward by the Carnegie Institution of
Washington and the National Academy of Sciences. A study of the
geology of Yosemite National Park, by Francois E. Matthes, of the
United States Geological Survey, has been brought to completion
and a report published. The University of California Museum of
Vertebrate Zoology made a thorough biological survey of Lassen
Volcanic National Park and published a report thereon. There have
been many archeological studies carried on in Southwestern parks
and monuments by the Bureau of Ethnology, the Carnegie Institu-
tion of Washington, and other scientific organizations. The Bureau
of Plant Industry has cooperated in plant disease investigations and
the Bureau of Entomology in insect investigations and control.
This brief review of researches, carried on by Government bureaus,
scientific institutions, and individuals, gives an idea of the character
and amount of material which is being made available for the edu-
cational work in the national parks. The Branch of Research and
Education has developed its unique program on the basis of authentic
scientific and historic information. It is believed that in this way
only can the educational program achieve the success which is essen-
tial to its growth and inclusion in the National Park System.
PART II
HISTORY OF EDUCATIONAL MOVEMENT
PAKT II
HISTORY OF EDUCATIONAL MOVEMENT
The use of the national park domain as field laboratories began
many years ago when a few universities conducted field courses
into the wilderness areas which later became national parks. As
early as 1899 Prof. Rollin D. Salisbury escorted University of
Chicago geological classes into what afterwards became Glacier
National Park. Drs. Thomas C. Chamberlin, Wallace W. Atwood,
and J. Paul Goode followed his example. Harvard University
classes visited Grand Canyon under the guidance of Prof. William
Morris Davis. Dr. Douglas W. Johnson took Columbia University
classes into several national parks. In this manner a dozen univer-
sities might be listed that took advantage of the exceptional oppor-
tunity to study science in the Nation's parks.
Shortly after the establishment of the National Park Service in
1916 the germ of the educational idea came into being. As first
director of the National Park Service, Stephen T. Mather early
launched his plans for the development of an educational program.
In 1917 Robert Sterling Yard was appointed as chief of the educa-
tional division. Additional information circulars were prepared
and a beautifully illustrated National Parks Portfolio was issued.
These publications contained material of particular educational value
and were enthusiastically welcomed by park visitors.
In the field John Muir, of the Sierra Club, had attracted interest to
national parks and stimulated in many persons a desire to study the
geologic and biologic features of these areas. Enos Mills, in Rocky
Mountain National Park, had developed nature guiding and had
written articles describing methods used. Many others interested in
the out-of-doors also had a part in drawing attention to the desir-
ability of field studies conducted in the open.
In June of 1918, realizing the growing importance of national
parks as field laboratories for educational institutions, a National
Park Educational Committee was organized by Dr. Charles D.
Walcott, of the Smithsonian Institution. This committee, number-
ing about 75 members, was composed of university presidents and
representatives of leading conservation organizations throughout the
country. By May of 1919 this committee merged into the National
Parks Association and Mr. Yard left the Park Service to become
associated with this new organization.
45
46 RESEARCH AND EDUCATION IN THE NATIONAL PARKS
FIGURE 34. — Magnificent mountain scenery in the wilderness of Glacier National
Park. On foot or on horseback the traveler may wander over the trails which
lead to the beauty spots of the park
RESEARCH AND EDUCATION IN THE NATIONAL PARKS
47
DEVELOPMENTS IN THE PARKS
While plans were being formulated in Washington to advance
educational work in the parks, far away on the Pacific coast nature-
guide work was finding its way into Yosemite. The concept of
nature guiding in reality was a product of the world survey which
brought the idea from Europe and planted it in America. In 1918
the California Fish and Game Commission sent its educational
director to Yosemite National Park to deliver a number of lectures.
As a stimulus to further interest in natural sciences, field trips were
offered. This service met with immediate popularity and the fol-
lowing year saw a more extensive program developed at other places
in California.
Figure 35. — A naturalist telling the story of Yosemite Valley to a small group gathered
at Glacier Point, Yosemite National Park
Mr. Mather and certain friends having become keenly interested
in the educational possibilities of the parks, were greatly attracted
by this work, and, in 1920 they supported the movement with private
funds. In that year Dr. Harold C. Bryant and Dr. Love Holmes
Miller conducted trips afield and gave lectures in Yosemite and laid
the foundation for later work. The same year Milton P. Skinner
was appointed park naturalist in Yellowstone National Park and a
program of Government guiding and lecture service began. In 1921
two rangers were assigned to educational work, and the following
year this number was increased to five. Thereafter the work in this
park expanded rapidly.
48
RESEARCH AND EDUCATION IN THE NATIONAL PARKS
In the spring of 1921, through a cooperative arrangement with the
California Fish and Game Commission, the National Park Service
instituted a " free nature guide service " in Yosemite. The aim of
this service was to furnish useful information regarding trees, wild
flowers, birds, and mammals, and their conservation, and to stimulate
interest in the scientific interpretation of natural phenomena. The
means used to attain this aim were : Trips afield ; formal lectures,
illustrated with lantern slides or motion pictures; 10-minute camp-
fire talks, given alternately at the main resorts of the park; a stated
office hour when questions regarding the natural history of the park
could be answered; a library of dependable reference works, and a
Figure 36. — A group of visitors at Cliff Palace, Mesa Verde National Park. Specially
selected and instructed ranger guides conduct all visitors to and through the ruins.
At special gatherings through the day, and around the camp tire in the evening,
the superintendent and rangers tell the story of the cliff dwellers and of the
prehistoric cultures in the Southwest
flower show where the commoner wild flowers, properly labeled,
were displayed. Occasionally, visiting scientists helped by giving
lectures.
Coincident with the above development, the National Park Service
began the interpretation of park phenomena by means of museum
exhibits. Ansel F. Hall, previously in charge of information for
Yosemite National Park, was made park naturalist for that park
in 10i>l and developed a museum which was installed in a temporary
building opened to the public in that year.
Enlarged programs marked the year 1922, and by 1923 Glacier
National Park, with the aid of Montana State University, had inau-
RESEARCH AND EDUCATION IN THE NATIONAL PARKS
49
gurated nature-guide service, thus becoming the third park to estab-
lish the work. Here also emphasis was placed on a lecture program.
In that year Director Mather, realizing the importance of the rapidly
expanding educational program at Yosemite, designated Ansel F.
Hall as chief naturalist to extend the field of educational develop-
ment to other parks. The years 1923 and 1924 saw beginnings made
at Grand Canyon, Mount Rainier, Rocky Mountain, and Sequoia
National Parks. A year later Zion was added to the list of parks
undertaking educational work. In 1923 jCarl P. Russell was ap-
pointed park naturalist in Yosemite National Park and Mr. Hall
thereafter devoted himself to developments in all the parks.
In order to develop a plan of operation, Director Mather ap-
pointed Dr. Frank R. Oastler to investigate the educational work
Figure 37. — A corner in the museum reading room at Mesa Verde National Park.
An excellent collection of books on the archeology of southwestern United States
is available for use by park visitors
being carried on, and, in collaboration with Chief Naturalist Hall, to
draw up a general policy. Doctor Oastler spent four and a half
months in the field during the summer of 1924. An organization
plan was prepared. This outline of the various educational activities
defined the duties of the chief naturalist and of the park naturalists,
and advocated the development of an " educational working plan ':
for each park which would contain a statement regarding the qualifi-
cations and training of the staff, an outline of each educational activ-
ity, plans of necessary buildings, necessary equipment, and required
budget. This report also recommended that " each park should fea-
ture its own individual phenomena rather than try to cover the entire
field of education."
50
KKSEAKCH AND EDUCATION IN THE NATIONAL PARKS
In 1924 the American Association of Museums made a careful
study of the educational opportunities in the national parks and
developed certain concrete plans looking toward the establishment
of natural history museums in a number of the larger parks. As
a result of this study the Laura Spelman Rockefeller Memorial be-
came interested in the museum program and donated funds through
that association for the construction of an adequate fireproof museum
building, including equipment and other important accessories, in
Yosemite. Later, additional donations made further museum con-
struction possible in this and other parks.
Figure 38. — Lassen Peak, one of the few active volcanoes in North America. On the
slopes of this mountain the student of geology may study many interesting
features of volcanic activity
In the spring of 1925, on the occasion of an inspection of the new
Yosemite Museum, the Secretary of the Interior approved a plan
submitted by Director Mather providing for the establishment of
the headquarters of the Educational Division at Berkeley, Calif.,
under the direction of Chief Naturalist Ansel F. Hall. Adminis-
tration of the division was handled from these headquarters from
July 1, 1925, until the establishment of the Branch of Research and
Education in Washington on July 1, 1930. During this period ad-
ministrative plans were developed for the educational activities of
each individual park in cooperation with the park superintendents
and the park naturalists. At the same time a plan of administra-
tion for the division as a whole was drafted. This was approved by
the director on June 4, 1929, and has formed the basis of operation
and administration in the field.
RESEARCH AND EDUCATION IN THE NATIONAL PARKS 51
COMMITTEE ON STUDY OF EDUCATIONAL PROBLEMS IN THE
NATIONAL PARKS
In 1928, realizing the importance of stimulating this growth of
educational activities in the parks, the Secretary of the Interior ap-
pointed a committee to make a thorough study of and to report on
the educational possibilities of the national parks. The Laura Spel-
man Rockefeller Memorial covered the expenses of the committee.
This group of educators — consisting of Dr. John C. Merriam, chair-
man, and Drs. Hermon C. Bumpus, Harold C. Bryant, Vernon Kel-
logg, and Frank R. Oastler — made field studies during the summer
of 1928 and rendered a preliminary report full of practical sugges-
tions for promoting the educational and inspirational aspects of the
parks.
This preliminary printed report issued January 9, 1929, contained
the following:
1. A statement of general principles agreed upon by the committee for guid-
ance in study of the educational problem of national parks.
2. A group of specific recommendations relating to organization of educa-
tional work in national parks, together with an outline of program for such
work.
3. A memorandum regarding necessity for further research on problems
involved in the educational program of national parks.
4. Recommendations by the committee relative to methods of initiation and
development of an educational program for Lassen Volcanic National Park,
this being a park in which educational work has not been developed. The
recommendations presented relative to this park may be considered both as
covering a general type of organization and as having reference specifically to
the needs of Lassen Park.
Particularly significant among the specific recommendations made
by the committee are the two following which relate to organization
of educational work in national parks :
1. In view of the fact that the purpose of national parks is to be found in
their inspirational and educational values, there should be an advisory body
of five to seven of the ablest men conversant with national parks, appointed
by the Secretary of the Interior, on nomination by the Director of National
Parks, to serve without salary, whose duty it shall be to advise the Director
of National Parks on matters pertinent to educational policy and developments
in national parks.
2. There should be a division of education coordinate with other divisions
of the National Park Service directed by a man with the best of scientific
and educational qualifications who shall administer the educational program
in the parks.
NATIONAL PARK SERVICE EDUCATIONAL ADVISORY BOARD JOINS
IN PROGRAM
The committee's recommendations were favorably received and on
March 29, 1929, the Secretary of the Interior invited several eminent
52
RESEARCH AND EDUCATION IN THE NATIONAL PARKS
scientists and educators to serve as members of a National Park
Service Educational Advisory Board. The group included those
already serving on the educational committee, with the exception of
Dr. Harold C. Bryant, and in addition Drs. Clark Wissler, Wallace
W. Atwood, and Isaiah Bowman. At the same time the committee
on study of educational problems in national parks was enlarged by
the appointments of Dr. Atwood and Dr. Wissler.
During the summers of 1929 and 1980 members of the educational
committee and advisory board conducted field investigations in the
parks and monuments. As an indication of the work accomplished
attention is called to the fact that one member of the committee
Figure 39. — Devils Tower National Monument, Wyo. A striking view of the huge
columns of lava which rise 000 feet into the air to form one of the well-known
landmarks of early exploring days. This great monolith records an interesting
scientific story
visited 13 of the 22 national parks and 11 of the 36 national monu-
ments. Another member visited 11 of the parks and 3 of the monu-
ments. The chairman visited 9 of the parks and other members a
lesser number. Individual reports of these studies have been pre-
pared and put into permanent form by means of gathered proof
sheets. These have proved of great assistance to the Park Service in
the development of the educational program.
A final report of the committee was submitted to the Secretary of
the Interior on November 27, 1929, detailing points discussed at the
committee meetings and pointing out responsibilities and opportuni-
ties for education and research in the fields of history, earth sciences,
and life sciences. The following topics were reviewed:
RESEARCH AND EDUCATION IN THE NATIONAL PARKS
53
1. The term "education" with possibility of redefining educational functions
with special reference to use and enjoyment of national parks.
2. Limitation of educational functions in accordance with the principle chat
the Federal Government should handle only such educational matters as may
not be cared for adequately by other means.
3. Division of functions into recreational, intellectual, and spiritual. Recog-
nition of recreational use as a naturally correlated function, and expressed both
in physical exercise and in mental or spiritual relaxation.
4. Special responsibilities and opportunities for education and research in
the field of history.
5. Peculiar responsibilities for education and research in the field of earth
sciences.
Figure 40. — A nature-guide party in the Temple of Sinawava, Zion National Park.
The park naturalist is explaining the origin of the giant red-walled canyon and
pointing out certain interesting features of the vegetation peculiar to the region
6. Special opportunities for education and research in the field of life
; ciences.
7. Exceptional opportunities for education and research in the field of
appreciation of nature.
8. Consideration of recommendations which may strengthen the development
of education through research in the specific aspects of education mentioned
above.
9. Consideration of specific problems of individual national parks with refer-
ence to recommendations which may be made for betterment of conditions or
initiation of new work.
In addition to the individual and committee reports mentioned
above there are certain specific recommendations made by the
advisory board.
54 RESEARCH AND EDUCATION" IN THE NATIONAL PARKS
The following relating to personnel and organization of the pro-
posed educational unit are especially significant :
1. * * * that the position of educational director of the National Park
Service should be filled by a man of the best scientific and educational qualifica-
tions.
2. * * * that headquarters of the educational division should be a part of
the central organization of the National Park Service in Washington.
3. * * * that two assistants be appointed and that the two assistants
together with the head should represent the subjects of geology, biology,
anthropology, and history.
BRANCH OF RESEARCH AND EDUCATION IS ESTABLISHED
Acting upon the above recommendations of the Educational
Advisory Board and the Committee on Study of Educational Prob-
lems in National Parks, the Park Service established a Branch of
Research and Education in Washington to coordinate the various
educational phases of park work. Accordingly, on July 1, 1930, Dr.
Harold C. Bryant, a biologist, was appointed assistant director, in
charge of all educational activities, and Dr. Wallace W. At wood, Jr.,
assistant in charge of work relating to the earth sciences. A year
later Yerne E. Chatelain was appointed assistant in charge of his-
torical and archeological developments, thus rounding out the Wash-
ington office educational personnel as it was originally conceived by
the advisory board.
With this recognition of park educational work and the com-
pletion of the individual studies within the parks, the main work of
the Educational Committee was completed and the group disbanded
February 21, 1931.
In the same year Dr. John C. Merriam, chairman of the Advisory
Board since its establishment, resigned his position and membership
on the board due to increased work in other activities. Dr. Hermon
C. Bumpus was appointed to the chairmanship and shortly there-
after Dr. Waldo G. Leland was selected to fill the vacancy caused by
Dr. Merriam's resignation. The board continues to function, meet-
ing at least once annually to consider park educational problems, to
make recommendations relative to those problems presented by the
Director of the National Park Service, and to report on field studies
conducted by its members.
HOW THE BRANCH OF RESEARCH AND EDUCATION OPERATES
Administrative activities of the Branch of Research and Education
are centered in Washington. The assistant director in charge of the
branch organizes and directs all matters pertaining to the conserva-
tion and interpretation of the natural phenomena in the national
parks and monuments. In association with the two assistants of the
RESEARCH AND EDUCATION" IN" THE NATIONAL PARKS 55
branch, he coordinates the work within the office and the educational
and research work in the field to assure economical and efficient
administration and development.
Responsibility for the educational program rests with the adminis-
trative head of the park or monument in which the program is being
conducted. The Branch of Research and Education determines all
matters of general educational policy and is helpful in planning
park educational work. The formulation of specific policies is left
to the superintendent and the park naturalist. The organization of
Figuke 41. — Announcement of tree Government natural-
ist service at Sprague Creek Camp Grounds, Glacier
National Park
the ranger-naturalist staff and the execution of the educational
program are duties of the park naturalist.
In addition to administrative work, the Washington office educa-
tional staff prepares and revises scientific and historical literature
dealing with the parks. The assistant director in charge of the
Branch supervises the revision of material relating to biology. The
assistant in charge of work relating to earth sciences digests special
publications on the geology and physical features of the parks, coor-
dinates all geological research projects and prepares useful scientific
publications. The assistant in charge of historical and archeological
56 BESEAKCH AND EDUCATION IN THE NATIONAL PARKS
developments coordinates research in these fields and organizes his-
torical material for presentation to the park visitor-.
The work of preparing speeches, radio talks, press releases, special
magazine and newspaper articles, and maintaining contact with
special organizations interested in park publicity is under the juris-
diction of the division of public relations, a section of the Branch of
Research and Education. The activities of this division result in dis-
semination of accurate information regarding the Park Service and
the educational work. This division also edits the various park in-
formation circulars, scientific bulletins, and special Park Service
FlttUKE 41'. — The historic Moore House in the Colonial National Monument area.
Yorktown, Va. The photograph was taken following the 1931 restoration. On
Octoher 18. 1781, the American, French, and British commissioners met in this
house and drew up the articles of surrender for Cornwallis' Army, thus bring-
ing the Revolutionary War to a successful conclusion
booklets. With but few exceptions, all this material is published
by the Government Printing Office. Washington, D. C.
Recent educational developments have awakened interest in the
national parks to such a degree that it has been necessary to materi-
ally increase the scope of the publications. Information circulars are
being constantly revised and brought up to date and the scientific
material is receiving special attention. A series of scientific booklets
is being prepared. This task will require several years, but it is
hoped that eventually there will be a complete set of educational
booklets for each national park. The subjects covered will include
geology, biology, archeology, history, and geography. Each book-
RESEARCH AND EDUCATION IN THE NATIONAL PARKS 57
let will be well illustrated, short, and authoritative, the information
being secured through careful research by well-known scientists and
members of the Park Service research staff. It is anticipated that
this series of scientific booklets Avill supplement the field-naturalist
activities and will fill a definite need in the educational program not
only in the parks but throughout the country.
Demand for slides, photographs, and motion pictures has increased
tremendously in the past years, with the result that the loan service
has been greatly augmented. Visual education material available
for free public distribution in 1931 amounted to 2,200 slides (all of
them colored), 8,000 photographs, and 3l reels of motion-picture
film.
Sound pictures are being requested by schools, clubs, and various
organizations throughout the country, desiring to feature the na-
tional parks in their programs. It is hoped that funds will be
provided for the production and distribution of such distinctly
educational films.
The recent transfer of George A. Grant, the official park photog-
rapher, from field headquarters to the Washington office should
operate to make the photographic department far more valuable
to the Service and the public. Mr. Grant has secured several thou-
sand excellent negatives of the parks and is contributing much to
the visual-education program.
In developing this work, the public utility operators of the parks
materially assisted b}r donating the sum of $5,000 to be used in
purchasing necessary equipment and supplies and for defraying
the salary expenses of a clerk to assist in the upkeep of this material.
The Service has arranged to continue the work which the operators
made possible.
Through the generosity of Dr. Frank R. Oastler, the Service has
acquired numerous excellent motion pictures and colored slides of
wild animals in the parks. As a result of combined effort there is
now available a fine collection of negatives and prints of the chief
scenic features and points of educational interest in the parks and
monuments.
FIELD HEADQUARTERS
From July 1, 1925, to July 1, 1930, the educational work was
coordinated by Ansel F. Hall, chief naturalist, from the field head-
quarters office of the National Park Service at Berkeley, Calif.
Through the courtesy of the University of California, ample space
was secured for the educational work. A fine group of office and
laboratory rooms in Hilgard Hall was made available to the Na-
tional Park Service without charge.
58 RESEARCH AND EDUCATION IN THE NATIONAL PARKS
Since the establishment of the Branch of Research and Education,
with headquarters in Washington, the field office has continued to
serve as a laboratory and office for the senior park naturalist and
forester, the fire-control expert, field naturalists, and chief photog-
rapher. Although the photographic department was transferred to
Washington on July 1, 1931, the important work at field headquar-
ters has continued unchanged, the laboratory functioning as a direct
aid to the naturalist and museum programs in the parks.
Efforts at field headquarters are being centered on the prepara-
tion of relief models and museum exhibits of various kinds. It is
planned that a museum preparator work under the direct supervision
of the senior park naturalist and field naturalist. Library develop-
ments in the parks and the preparation of statistical reports are
duties assigned here.
Eield headquarters is scheduled to become the winter laboratory
for wild-life and museum research and the field educational work of
the Service.
On July 1, 1929, Carl Russell, former park naturalist in Yo-
semite National Park, was appointed field naturalist and assigned to
the special field of museum planning and technique. Due to the
important museum projects in Yellowstone the greater part of the
museum advisor's time has been devoted to Yellowstone problems.
APPENDIX
SELECTED BIBLIOGRAPHY OF ARTICLES RELATING TO EDUCA-
TIONAL WORK IN NATIONAL PARKS
Adams, Chas. C.
1923. The relation of wild life to the public in national and state parks.
Proc. Second Nat. Conference of State Parks, 1922, pp. 129-147.
Albright, Horace M.
1929. General plan of administration for the educational division. U. S. De-
partment of the Interior, National Park Service. 16 pp., mimeo.
report.
1930. A review of national park developments during 1930. American Civic
Annual 2 : 3-6.
1930. National park planning. American Civic Annual 2 : 50-54.
Annual Reports of the Director of the National Park Service. 1917-1931.
U. S. Government Printing Office, Washington, D. C.
Atwood, Wallace W.
1930. Mission of the National Parks Association. National Parks Bulletin
10 (58). (March.)
1931. What are national parks? The American Forests 37 (9) : 540.
( September. )
Atwood, Wallace W., Jr.
1930. Our national parks as field science laboratories. Meeting of National
Council of Geography Teachers. (Dec. 27, 1930.)
Bryant, Harold C.
1920. Yosemite nature guide service. Report of the director of the National
Park Service to the Secretary of the Interior for fiscal year ending
1920. Government Printing Office, Washington, D. C. 423 pp., illus.
1921. Nature play for the kiddies. Outers' Recreation 64 : 122-124, 153,
9 figs. (February.)
1925. Nature guiding. American Nature Association Bui. 17. 12 pp.
1929. Nature lore for park visitors. American Forests and Forest Life 35
(8): 501-505. (August.)
1930. Yosemite School of Field Natural History. The Nature Almanac, Am.
Nat. Assoc. : 139-140.
1931. Research and education in the national parks. American Civic Annual
3 : 13-17, illus.
1931. Universities of the Out-of-Doors. School Life 16 (8) : 152. (April.)
Committee Report.
59
60 RESEARCH AND EDUCATION IN THE NATIONAL PARKS
Bryant, Harold C. — Continued.
1929. Reports with recommend;) (ions from tlie Committee on Study of Edu-
cational Problems in National Parks. (Jan. 9-Nov. 27.)
1931. Individual Reports of the Committee on Educational Problem* in
National Parks.
Demaray, A. E.
1922. Nature guiding in our national parks. National Municipal Review
1 2 : 56-58. ( February, 1923. )
Dunn, Harry H.
1921. Uncle Sam teaches nature study to sixty thousand in West. Dearborn
Independent, p. 11, illus. (Nov. 26.)
Goethe, C. M.
1915. Learning to read a roadside. Nature Study Review 11 : 273-279, 3 figs.
Hall, Ansel F.
1923. The Educational Development of Yosemite National Park. Sierra Club
Bulletin 9 (4) : 413-416.
1927. Educational activities in national parks. First Pan Pacific Confer-
ence on Education, Rehabilitation, Reclamation, and Recreation :
397-110. U. S. Government Printing Office.
Hamlin, Chauncey J.
1927. Studying nature in place. First Pan Pacific Conference on Education,
Rehabilitation, Reclamation, and Recreation : 435-438. U. S. Gov-
ernment Printing Office.
Hornaday, William T.
1910. The right way to teach zoology. The Outlook: 256-263.
Jaggar, T. A.
1927. The opportunity for scientific research in the national parks of America.
First Pan Pacific Conference on Education, Rehabilitation. Reclama-
tion, and Recreation : 463-470. U. S. Government Printing Office.
Lutz, Frank Eugene.
Nature trails and experience in outdoor education. American Museum
of Natural History. Miscellaneous publication No. 21. October, 36.
p. 11, pa. 10 cents.
Mather, Stephen T.
1927. Administration of the national parks of the United States. First Pan
Pacific Conference on Education, Rehabilitation. Reclamation, and
Recreation : 447— 450. U. S. Government Printing Office.
1927. National parks as educational centers. National Republic 14 (10) : 33-
34, 60-61. (February.)
Merriam, John C.
1926. Educational opportunities in national parks. Estes Park Trail: 31.
(May 21.)
1927. Inspiration and education in national parks. National Parks Bulletin
9 (53). (July.)
L929. The meaning of national parks. Amer. Forests and Forest Life 35
(8): 471-473. (August.)
Mills. Enos A.
1919. The children of my trail school. Saturday Evening Post : 49-53,
illus. (Mar. 1.)
RESEARCH AND EDUCATION IN THE NATIONAL PARKS 61
Mills, Enos A. — Continued.
1920. The adventures of a nature guide; 14:271, illus. (Doubleday, Page &
Co., New York.)
National Parks Bulletin.
1929. Park System to be equipped for education, 9 (56) : 1-2.
The Nature Almanac — a handbook of nature education.
1930. The American Nature Association. 399 pp.
Vinal, William G.
1917. Nature Guiding. 486 pp. Slingerland-Comstock Co., Ithaca, N. Y.
Wilbur, Ray Lyman.
1929. What the national parks mean to the people of the United States.
American Civic Annual 1 : 5-9.
Yard, Robert Sterling. *
1926. The book of the national parks. 444 pp., illus. Chas. Scribner's Sons,
New York City.
NATIONAL-PARK PUBLICATIONS OF SCIENTIC NATURE1
THE NATIONAL PARKS PORTFOLIO
This portfolio is the best descriptive work regarding our national parks and
monuments sold by the Government. It contains 274 pages, is securely bound
in cloth, and has many beautiful illustrations. The current edition, the sixth,
was printed in 1931. Price, $1.
CRATER LAKE NATIONAL PARK
Forests of Crater Lake National Park, by J. F. Pernot. 1916. 40 pages,
including 26 illustrations. Contains descriptions of the forest cover and of the
principal species. Price, 2U0.
GLACIER NATIONAL PARK
Origin of the Scenic Features of Glacier National Park, by M. R. Campbell.
1921. 44 pages, including 25 illustrations. Contains a general account of the
forces that have caused the development of the mountain ranges, the valleys,
and lakes of Glacier National Park. Price, 150.
Wild Animals of Glacier National Park. The Mammals, by Vernon Bailey ;
The Birds, by Florence Merriam Bailey. 210 pages, 94 text figures, 37 plates,
including map. 1918. Describes the birds and animals both popularly and
scientifically; tells how the visitor may identify them. Price, $1.
Plants of Glacier National Park, by Paul C. Standley. 1926. 110 pages,
including 5 color plates and 150 text figures. Price, 500.
MOUNT RAINIER NATIONAL PARK
Features of the Flora of Mount Rainier National Park, by J. B. Flett. 1922.
48 pages, including 40 illustrations. Contains descriptions of the fiowering
trees and shrubs in the park. Price, 250.
Forests of Mount Rainier National Park, by G. F. Allen. 1922. 32 pages,
including 26 illustrations. Contains descriptions of the forest cover and of the
principal species. Price, 20f.
Mammals and Birds of Mount Rainier National Park, by Walter P. Taylor
and William T. Shaw. 1927. 249 pages, including 109 illustrations and maps.
Price, 850.
1 For sale by Superintendent of Documents, Washington, D. C. ; also on sale in major
national parks,
62 RESEARCH AND EDUCATION IN THE NATIONAL PARKS
ROCKY MOUNTAIN NATIONAL, PARK
The Geologic Story of Rocky Mountain National Park, by Willis T. Lee,
1930. 89 pages, including 45 plates and 6 text figures. Contains detailed
description of trails and scenic features, as well as very interesting account of
the geologic and geographic development of the park. Price, 500.
Mountaineering in the Rocky Mountain National Park, by Roger W. Toll.
1921. 106 pages, with 25 plates and 1 large map. Contains directions for
climbing principal mountains of the Rocky Mountain Park region. For
beginners as well as experienced mountaineers. Price, 500.
SEQUOIA AND GENERAL GRANT NATIONAL PARKS
See publications listed under " Yosemite National Park."
YELLOWSTONE NATIONAL PARK
Geological History of Yellowstone National Park, by Arnold Hague. 1928.
24 pages, including 10 illustrations. Contains a general resume of the geologic
forces that have been active in the Yellowstone National Park. Price, 100.
Geysers of the Yellowstone National Park, by Walter Harvey Weed. 1928.
32 pages, including 23 illustrations. In this pamphlet is a description of the
forces which have produced the geysers. Price, 100.
Fossil Forests of Yellowstone National Park, by F. H. Knowlton. 1928. 32
pages, including 15 illustrations. Contains descriptions of the fossil forests
of the Yellowstone National Park and an account of their origin. Price, 100.
Fishes of the Yellowstone National Park, by Hugh M. Smith and W. C.
Kendall. (Bureau of Fisheries Document 904.) 1921. 30 pages, including
16 illustrations. Contains descriptions of the species and lists of streams where
found. Price, 50.
YOSEMITE NATIONAL PARK
Geologic History of Yosemite Valley, by Francois E. Matthes. 137 pages,
including 87 illustrations and 5 maps. 1930. An authoritative account of the
evolution of the Yosemite Valley based on detailed geologic investigations.
Describes the successive ice invasions that took place during the glacial epoch
and for the first time traces the preglacial history of the valley back to its
beginning. Besides numerous illustrations of the present features of the
Yosemite Valley the volume contains a series of bird's-eye views showing the
general form and character of the valley at each stage in its development.
Price, $1.10.
Forests of Yosemite, Sequoia, and General Grant National Parks, by C. L.
Hill. 1928. 40 pages, including 23 illustrations. Contains descriptions of the
forest cover and of the principal species. Price, 100.
The Secret of the Big Trees, Yosemite, Sequoia, and General Grant
National Parks, by Ellsworth Huntington. 1928. 24 pages, including 44 illus-
trations. Contains an account of the climatic changes that are indicated by
the thickness of the growth rings in the big trees, and gives a comparative
statement of the climatic conditions in California and Asia during a period
of 3,400 years. Price, 50.
The Story of Yosemite Valley, by F. E. Matthes. Making of American
Scenery. Paper No. 1. 1922. 4 pages. Price, 50.
RESEARCH AND EDUCATION IN THE NATIONAL PARKS f)3
PANORAMIC VIEWS
The panoramic views listed below are based on accurate surveys and give
an excellent idea of the configuration of the surface as it would appear to a
person flying over it. The meadows and valleys are printed in light green,
the streams and lakes in light blue, and cliffs and ridges in combinations of
color, and the roads in light brown. The lettering is printed in light brown
and is easily read on close inspection, but merges into the other colors when
the sheet is held at some distance.
Panoramic View of Crater Lake National Park. 16% by 18 inches ; scale 1
mile to the inch. Price, 250.
Panoramic View of Glacier National Park. 18% by 21 inches ; scale 3 miles
to the inch. Price, 250.
Panoramic View of Mesa Verde National Park. 19 by 22% inches ; scale,
three-fourths mile to the inch. Price, 250.
64
RESEARCH AND EDUCATION IN THE NATIONAL PARKS
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66
RESEARCH AND EDUCATION IN THE NATIONAL PARKS
SUMMARY OF CURRENT EDUCATIONAL ACTIVITIES IN THE
NATIONAL PARKS
Year ended September 30, 1931
National park
Bryce Canyon...
Crater Lake
General Grant
Glacier
Grand Canyon...
Grand Teton
Hawaii
Lassen
Mesa Verde
Mount Rainier...
Rocky Mountain.
Sequoia
Yellowstone
Yosemite
Zion
Total.
Field trips
Num-
ber
170
132
43
575
274
110
21
226
444
54
104
,579
678
203
4,613
Attend-
ance
2,994
1,608
1,365
7,856
4,468
1,251
154
4,090
7,421
759
3,711
80, 318
19, 029
6,802
141, 826
Auto
cara-
vans,
attend-
ance
1,860
2,717
6,995
15, 103
148
2,151
42, 394
5,636
77, 004
Lectures
Num-
ber
278
123
47
426
1,008
63
190
4
118
425
78
468
1,315
1,672
389
6,604
Attend-
ance
13, 353
14, 051
15, 686
28, 180
48, 698
2,675
6,062
188
7,301
71, 854
4,139
69, 458
553, 633
251, 949
18, 127
1, 105, 354
Museum
attend-
ance
18, 347
8,080
26, 400
65, 637
3,970
4,834
8,677
13, 669
299, 325
13, 429
22, 506
216, 064
274, 989
13, 710
989, 637
Total
contacts
made
16, 347
35,866
25, 131
65, 153
125, 798
6,645
12, 147
9,019
40, 163
378, 600
18, 475
97, 826
892, 409
551, 603
38, 639
2, 313, 821
Park
visitors
during
period
41,572
170, 284
51,995
63, 497
156, 964
62,000
124,932
56, 833
18,003
293, 562
265, 663
143, 573
221, 248
461, 855
59,186
2, 191, 167
Total number of contacts on all field trips 141,826
Total number of contacts on all auto caravans 77,004
Total number of contacts at all lectures 1, 105, 354
Total number of contacts at all museums 989,637
Grand total 2,313,821
O
Bryant
917.8
B84x
*md edu^
317.8
684x
Carnegie Library
Winthrop College, Rock Hill, S. C.
This book may be kept two weeks.
A fine of 2 cents a day must be paid on
each volume kept over time. *! ilC/*7s\
May 19
Feb27"50
15
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